Explain the Formative Assessment Cycle represented in Figure 7.1. What implications does this cycle have for your approach to unit (and lesson) planning?
Current model of teaching = teach, test, proceed to next topic
The formative model = teach/assess, analyze, adjust
The formative model needs to replace the current model of teaching. Oppose to just teaching, we need to make sure we assess what we are teaching and how our students are learning/understanding. This assessment is not necessarily through quizzes and tests, but formatively through observing, asking questions, etc.
Science teaching involves building upon previously understood concepts, so we cannot move on without making sure our students understand the current concept. A mechanism needs to be in place to "catch" these misunderstandings. FORMATIVE ASSESSMENT = the mechanism.
We need to be assessing everyday in every lesson. Making tasks will ensure formative assessment is taking place in our class.
Most difficult part of the model is analyzing and adjusting because we need to do it on the fly. Sometimes it's easier to pick up when students are not understanding (incorrect responses to questions, confused looks, etc), and we need to be able to adjust the lesson to address this.
The outcome of the formative model is "Students' emerging understanding of big ideas," NOT "teacher completes lesson plan."
Current model of teaching = teach, test, proceed to next topic
The formative model = teach/assess, analyze, adjust
The formative model needs to replace the current model of teaching. Oppose to just teaching, we need to make sure we assess what we are teaching and how our students are learning/understanding. This assessment is not necessarily through quizzes and tests, but formatively through observing, asking questions, etc.
Science teaching involves building upon previously understood concepts, so we cannot move on without making sure our students understand the current concept. A mechanism needs to be in place to "catch" these misunderstandings. FORMATIVE ASSESSMENT = the mechanism.
We need to be assessing everyday in every lesson. Making tasks will ensure formative assessment is taking place in our class.
Most difficult part of the model is analyzing and adjusting because we need to do it on the fly. Sometimes it's easier to pick up when students are not understanding (incorrect responses to questions, confused looks, etc), and we need to be able to adjust the lesson to address this.
The outcome of the formative model is "Students' emerging understanding of big ideas," NOT "teacher completes lesson plan."